THE EFFECTIVENESS OF THE INVERTED CLASSROOM LEARNING MODEL FOR PRE-UNIVERSITY CHEMISTRY STUDENTS: THE PRELIMINARY STUDY
Moving a step closer in achieving Vision 2020, Science, Technology, Engineering and Mathematics (STEM) Education has always been a priority for Malaysia. Malaysia Higher Education Institution is implementing one of the goals which were to establish a scientific and innovative society. STEM provides students with the opportunity to investigate the information provided to them through inverted classroom (IC), in order to understand it based on their own experiences and makes learning more relevant as students are exposed to the concept of problem-based learning (PBL). In the Traditional Teaching Method (TTM) frustration has arisen when students were not able to translate information given during lectures into useful information that would allow them to complete their homework. Lecturers are continually being challenged to think about how best to integrate digital technologies meaningfully and effectively in their lectures. Reflecting this is the rise of IC. The purpose of this study was to assess the effectiveness of an IC by using the problem-based method in Chemistry subject among Pre-University students. Students were divided into two groups; experimental (EG) and control (CG) group. A topic in Chemistry had been selected, and the model paper test was given to both group before and after the lecture session. The EG will experience a shift in learning culture where student-centred approaches were implemented through given materials and asked to solve a PBL study case. On the other hand, the CG will comply with the TTM before given a similar study case. The result indicated significant improvement in model paper test marks for EG if compared to the CG. This reflects the effectiveness of IC as a central platform that helps to improvise and enhance teaching and learning methodology in the Pre-University Chemistry level